This study incorporated variables suggested by qualitative studies of low-income and minority group students' precollege and college experiences to ascertain how community involvement and mentoring contacts with teachers and other adults affected students' college predisposition decisions. While the modified model was an improvement over a previous analysis, results demonstrate that traditional ways of thinking about college predisposition do not hold for these students.
|Original language||English (US)|
|Journal||Review of Higher Education|
|State||Published - 2004|
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